Here is my classroom resource presentation, where I gathered 10 commonly used phrases for use in the classroom.
Here is my final video recording myself in a 30-second video conversation.
Author: kgullackson (Page 1 of 6)
To complete my Goal 3, I finished the Speechling Phrasebook modules for basic expressions, basic questions, and basic answers. I also recorded a short video where I say 5 phrases from each module. Below is a screenshot of my completion and the video.
To satisfy my sub-goals 1 and 2, I completed the Speechling Foundations modules, which include numbers, calendar, nouns, verbs, and adjectives. Below is a screenshot showing my completion in the app and a video of me saying 5 words from each module.
Prodigy
Prodigy is an interactive math game set in a fantasy world, wrapped around curriculum-aligned math questions. Students follow a storyline, collect rewards, and interact with characters as they solve problems.
Pros
- Huge question bank: Thousands of ready-made math questions for Grades 1–8, which reduces prep time for teachers.
- Easy class management: Simple virtual classroom setup with class codes that let teachers track student progress.
- High engagement: The game-based format boosts motivation and makes math feel more fun and engaging.
- Accessibility strengths:
- Students can work at their own pace and replay questions as needed.
- Visuals, audio, and in-game feedback can support students who struggle with traditional worksheets.
Cons
- Curriculum alignment: Questions don’t always perfectly match local curriculum, so teachers still need to review and adjust.
- Language barriers: The English-only interface can be challenging for students who are not yet fluent and may require teacher or parent support.
- No built-in question limit: The game can keep serving questions, so teachers must decide when and how to end the activity.
- Accessibility limitations:
- Students need reliable devices and internet access, which may not be equitable across all homes and schools.
- Reading-heavy screens and fast-paced visuals may be difficult for some learners without additional scaffolds.
Research shows that game-based platforms like Prodigy can support mathematics achievement and engagement (Tokac, Novak, & Thompson, 2019). A recent study also found that Prodigy-based game learning is practical and effective in increasing students’ critical thinking and interest in learning math, helping them see math as more positive and engaging (Hamidah, Wijaya Kusuma, & Junariah, 2024).
Learn more about Prodigy on their website here.
Video Overview: Prodigy in the Classroom Context
WayGround ( Formally Quizizz)
References
Chen, C.-H., Shih, C.-C., & Law, V. (2020). The effects of competition in digital game-based learning (DGBL): a meta-analysis. Educational Technology Research and Development, 68(4), 1855–1873. https://doi.org/10.1007/s11423-020-09794-1
Hamidah, Wijaya kusuma, J., & Junariah. (2024). The Effect of The Prodigy-Assisted Game_Based_Learning Model On Critical Thinking And Interest. Jurnal Derivat, 11(2), 230–243. https://doi.org/10.31316/jderivat.v10i2.6595
Exploring Game-Based Learning: Research Findings, Insights, and Reflections
This week, I began exploring my inquiry topic more deeply by reviewing several peer-reviewed articles and educator resources about game-based learning. One source was Game-Based Learning: Pros, Cons & Implementation Tips for Educators (Jordan Nisbety, 2034.), which linked to multiple research studies and reports that expanded my understanding of how teachers use games in classrooms and the challenges they face.
Key Research
Gives some great research articles that I explored further:
- Game-Based Learning: The effects on student cognitive and affective aspects
- Game-Based Learning Studies in Education Journals: A Systematic Review of Recent Trends
- The effect of mathematical games on on-task behaviours in the primary classroom
- Level Up Learning: A National Survey on Teaching with Digital Games
Level Up Learning Survey Reseach Findings
The Level Up Learning survey (Games and Learning Publishing Council, 2014) collected data from 694 K–8 teachers across the United States to examine how digital games are used in instruction.
- 74% of K–8 teachers use digital games for instruction.
- 55% allow students to play educational games at least weekly.
- 71% of teachers report that digital games improve students’ mathematical learning.
- 43% use built-in assessment systems that come with certain games.
- 72% of teachers access games using desktop or laptop computers.
- The most common tools mentioned were Starfall, Coolmath, and PBS Kids.
Recommendations from the Research
- Create a shared framework for classifying and evaluating educational games by grade, subject, price, and curriculum alignment.
- Increase awareness of flexible integration methods, such as short-form games or flipped-classroom approaches.
- Invest in innovative classroom models that balance engagement, curriculum goals, and learning outcomes.
- Provide universal technology training for teachers.
- Develop and promote online training resources for teachers on digital games and how to implement into the classroom.
- Conduct and share ongoing research with educators and policymakers to improve practice.
Benfits of Game Based Learning
- Encourages critical thinking and problem solving
- Increases student engagement and motivation
- Improves situational and experiential learning
- Supports diverse learning with interactive and visual methods
Drawback of Game Based Learning
- The cost of software.
- Can be a distraction, especially with less supervision and a higher risk of students going off task.
- Requires more time for set up and trainging for teachers and students
- Technical problems such as slow connection speeds or blocked websites.
Game-Based Learning Tool
Some game based learning tools I would like to further explore are:
- Prodigy
- Quizziz
- Kahoot
Discussion with Mentor Teacher
I reached out to past mentor teachers to ask if they use digital-based learning in their classrooms and their thoughts and opinions on the topic. I have not received an email back but will provide an update once I receive more information.
Reflection
After further research into digital game-based learning, I want to include more game-based activities in my future classroom. Studies demonstrate the effectiveness of game-based learning in boosting student engagement and learning outcomes. Before introducing any game, I would spend time practicing and exploring the tool myself to ensure it matches my grade level, learning objectives, and classroom needs. Doing this helps ensure the games I choose are both meaningful and supportive of student success.
In week 3 in EDCI 339, we explored the foundations of online and open education, focusing on what makes digital learning effective and inclusive.
The Digital Learning Framework
One of the key readings was the Digital Learning Framework created by Dr. Valerie Irvine and Dr. George Veletsianos for the BC Government. The framework was written during the early stages of the pandemic and outlined how BC could strengthen digital learning for the future.
It explained the importance of strong leadership, collaboration across institutions, and additional training for educators to teach online with confidence. It also highlighted the need to make digital learning accessible for everyone, including students in rural areas or those who need flexible options. One of the main takeaways was that many experienced “emergency remote teaching,” not authentic online learning. Real online education should be designed to promote inclusion, flexibility, and accessibility from the start.
Equity and Design in Learning
This reading helped me understand how design and equity are central to effective online learning. Moving lessons online is not enough; educators must also consider how to engage all students and create meaningful learning experiences across different formats. The idea of “shifting the conversation” resonated with me, as it encourages viewing online education as an opportunity for growth rather than just a backup plan.
I also noticed how the framework connects to what we’re doing in this course. Forming pods to support each other’s inquiries reminded me of the framework’s emphasis on collaboration and community. It shows that le arning online can still be social and relational when designed thoughtfully.
Reflection and Future Application
After reflecting on this week’s learning, I want to bring these ideas into my future teaching. My goal is to design lessons that give students different ways to participate and show what they know, while making sure all learners feel supported and included.
As I start working with my pod on my Free Inquiry Project about game-based learning, these ideas will guide me in exploring how digital tools can boost engagement and inclusion in online spaces.
Exploring Game-Based Learning: Can Play Improve Online Education?
I chose this topic because, as a learner, I am motivated and engaged when there are competitions and games involved. I find I learn naturally when it’s in a game format. One example that comes to mind is Kahoot, a fun interactive game the class can participate in while learning at the same time. I wanted to explore whether game-based learning can improve academic outcomes in an online setting.
My initial questions I came up with:
- Does game-based learning improve academics?
- How do game-based learning tools help students stay motivated?
- Can games help students remember new information for longer?
- How can we create fun online games that are also educational?
- How can teachers use games in synchronous and asynchronous classes?
- Which game-based learning tools work best for elementary students?
Starting my Research
I plan to begin researching game-based learning by doing the following:
- Search for online articles about game-based learning, such as the UVIC database.
- Ask a teacher about their experiences using game-based tools in the classroom.
- Have discussions with my inquiry group about their personal experiences with game-based learning, either as students or in their own teaching practice.
These upcoming steps will help me refine my inquiry questions by conducting research and reflecting on the topic.
Understanding FIPPA and PIPA
The course blog also introduced Freedom of Information and Protection of Privacy (FIPPA) and Freedom of Information and Protection of Privacy Act (PIPA), reminding me that privacy isn’t just a policy issue but an ethical responsibility. As teachers, we should clearly explain what data is being used, why, and give students meaningful choices.
Creative Common Licensing
We also explored Creative Commons licensing, which is a non-profit organization that provides CC licenses and public domain tools to give every person and organization a way around copyright permission for creative and academic work.
How to Make a Good Blog Post?
After reading post, What Makes a Good Blog Post, I focused on how to implement this into my own blog posts. focused on adding hyperlinks, embedding visuals, and writing with a personal, authentic voice to make my posts engaging and accessible.
From Learner to Teacher
As I move toward Assignment #1, I’ll keep these lessons in mind, designing with privacy, consent, and openness in mind while creating online learning content.
Looking ahead to my future classroom, I can see myself teaching students how to protect their digital identities and recognize credible sources online. I would do this by implementing Creative Commons resources and encouraging students to license their own creations.
Introduction
This week helped me understand what it truly means to learn and teach in an open and connected way. The course website, our blogs, and shared reflections all demonstrate how learning can occur in an online space.
Learning About Open Education
Reading the articles by Graham and Roberts (2019) and Irvine et al. (2022) made me realize how much thought goes into creating open learning environments. The Open Hub Model illustrates how a central hub, like a course blog, can connect students’ individual blogs and help them build confidence before engaging with wider online networks. The Multi-Section Open Course Design article explained how this type of openness also allows instructors to share resources, collaborate, and ensure course content can be accessed after the course semester.
Key Takeaways
What stood out to me is that open learning isn’t just about technology, it’s about community, trust, and choice. Students have the freedom to decide how public their work is, how they want to express their ideas, and how they connect with others.
Looking Ahead
In the future, I want to continue exploring what openness means for me as a learner and future educator. I want to include blogs, open resources, and shared digital spaces to make learning more creative and inclusive in my classroom.
AI tools are powerful, but without careful use, they can jeopardize students’ privacy, reinforce bias, or misused privacy are not optional steps; they are vital elements of responsible teaching. The choices we make with AI today directly influence our students’ trust, safety, and learning experiences (Holmes, Porayska-Pomsta, & Holstein, 2022; Floridi & Cowls, 2019).
Key Guidelines for Teachers
- Protect student data: Never paste personal or identifiable information into AI tools (Holmes et al., 2022).
- Use pseudonyms or profiles: Keep real names and sensitive details private (UNESCO, 2023).
- Verify outputs: Double-check AI-generated content for accuracy and inclusivity (Luckin et al., 2016).
- Check for bias: Ensure materials reflect diverse perspectives (Kasepalu et al., 2022).
- Follow policies: Align your AI use with school and district privacy rules (BC Ministry of Education, 2019).
Watch the video below: “Using AI Ethically in the Classroom; A Teacher’s Guide.” Reflect on how these practices could apply to your teaching context.
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